class 9 Unit 1 2022 2024

Date of preparing :

Date of teaching:
Week: 01

Period: 01

INTRODUCTION
How to study English
A. Objectives : By the end of the lesson , student will be able to know about the subject and the way of
learning English.
B. Grammar points :
............................................................................................................................
C. Skills : ..........................................................................................................
D. Teaching aids : Textbook , pictures , …
E. Procedures :
Stages and Contents
T’s activities
20’ I. Introduce about the subject :
- Introducing
English is an important language.
It is known all over the word. So we need to
learn this language. It helps us to enrich our
knowledge in many fields, etc…
English 9 includes 12 units :
1. Local environment
2. City life
3. Teen stress and pressure
Review 1
4. Life in the past
5. Wonders of Viet Nam

6. Viet Nam : Then and now
Review 2
7. Recipes and eating habits
8. Tourism
9. English in the world
Review 3
10. Space travel
11. Changing roles in society
12. My future career
Review 4
II. The way of learning English:
25’
1.Listening skill:
- Talk about these to
them.
Students can be learnt from the teachers,

T

friends, the foreigners, the radio, etc…

Sts’ activities
- Listen to the teacher

- Listen to the teacher
- Give their
experiences about
learning English.

2.Speaking skill:

They can speak with the teachers, friends,
the others ,etc…
3.Reading skill:

They can learn from the textbook,
newspapers, magazines, etc…
4.Writing skill:

They can learn from the teachers,
friends, books, etc
Get experiences:.................................................................................................................................


Date of preparing : ………………..

Date of teaching: ………………………………..
Week: 01
Period: 02

UNIT 1: LOCAL ENVIRONMENT
LESSON 1: GETTING STARTED
A visit to a traditional craft village
A. Objectives: By the end of the lesson, Sts will be able to use the lexical items related to traditional crafts and
places of interest in an area, read for general and specific information about a traditional crafts village..
B. Language contents:
- Vocab: traditional crafts, places of interest
- Grammar: complex sentences
C. Teaching aids:
- Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work
D. Procedures:


T
1
5

Stages and Contents
I. Checking attendance
II. Warm up: brainstorming
Local
environment

8

12

Teacher’s activities
Traditional
crafts

III. New lesson
Pre-teach vocabulary
- pottery (n) : đồ gốm
- traditional craft : thủ công truyền thống
- a workshop : công xưởng, xưởng
- (to) set up : thành lập
- artisan (n) : thợ làm nghề thủ công
- memorable (adj) : đáng ghi nhớ

- handicraft (n) : sản phẩm thủ công
*Checking: Rub out and
remember.
Activities:
* Set the scene: A picture of
traditional craft village
Activity 1 : A.Find a word /
phrase that means :
1. a thing which is skillfully made with your
hands. .
2. start something ( a business, an organization,
ect.).
3. take control of something (a business, an
organization, ect.).
4. people who do shilled work, making things with
their hands.
5. an interesting or enjoyable place to go or thing
to do.
6. a particular place.
7. make someone remember or think about
something.
8. walk around a place to see what is there.
wChecking
1 craft 2. set up 3. take over
4. artisans
5. attraction 6. specific region 7. remind
8. look around
B. Answer the questions :
1. Where are Nick, Mi and Phong ?
2. How is the village ?

3. Who started Phong’s family workshop?
4. Why is the village a place of interest in Ha Noi?
5. Where is the craft village that Mi visited?
6. Why do tourists like to by handicrafts as
souvenirs?
* Key:
1. They are at Phong’s grandparents’ workshop in
Bat Trang.
2. It is about 700 years old.
3. His great-grandparents did.

- Asks Sts to some
words and gives a
clue

Students’ activities
- Guess
- Listen and guess.

*Introduces the new
lesson.
- Uses explanation
and example to elicit
the Vocab.
- Reads and writes
them on the board.

- Repeat chorally and
individually.
- Copy.

- Checks the Vocab.

- Rewrite the Vocab.

- Asks Sts to look at
the picture and
introduce the content
of the lesson
- Asks Sts to work in
groups to find the
word / phrase that
means.

- Look at the picture
and listen to the
teacher

- Checks

- Feedback

- Asks Sts to read the
text and answer the
questions.

- Read the text and
answer the questions.

- Work in groups to

guess the answers.

- Compare

- Corrects them.

- Feedback


Get experiences:.................................................................................................................................
........................................................................................................................

Date of preparing : ………………..

Date of teaching: ………………………………..
Week: 01
Period:03

UNIT 1: LOCAL ENVIRONMENT
LESSON 2 : A CLOSER LOOK 1
A. Objectives: By the end of the lesson, Sts will be able to:
- Say sentences with correct stress on content words ;
- Listen for specific information about places of interest in an area.
- Improve their listening skill, writing skill and pronunciation
B. Language contents:
- Vocab: local environment
- Grammar: complex sentence
C. Teaching aids:
- Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work
D. Procedures:
T
1
4

5

5

Stages and Contents
I. Checking attendance
II. Warm up: Complete the grid with the verbs
Pictures
Verbs
A
a.
B
b.
C
c.
D
d.
E
e.
F
f.
G
g.

* Key:
a. cast
b. carve c. embroider d. weave
e. mould f. weave g. knit
III. Activities:
1.Activity 1: Match the verbs in column A with
the groups of nouns in column B
A
B
1. carve
a. handkerchiefs, tablecloths,
pictures.
2.cast
b. stone, wood, eggshells.
3.weave
c. day, cheese, chocolate.
4. embroider d. bronze, gold, iron.
5. knit
e. baskets, carpets, silk, cloth.
6. mould
f. sweaters, toys, hats
Activity 2: Complete the table with the correct
verb forms for these verbs
Infinitive
1. to carve
2. to cast
3. to weave
4.to
embroider
5. to knit

6. to mould

8

Past tense
I carved it
I cast it
I wove it
I embroidered it
I knitted it
I moulded it

Past participle
It was carved
It was cast
It was woven
It was
embroidered
It was knitted
It was
moulded

* Watch out!
You can also use the verb to make when talking
about producing, creating, or constructing a
handicraft
Activity 3 : Complete the word web about
some places of interest in your area

Teacher’s activities

Students’ activities

- Asks Ps to go to the
board and complete the
grid.

- Go to the board
and write.

*Introduces the new
lesson.

- Listen to the
teacher

- Asks Sts to look at the - Listen and match.
table and match column - Give the answer
A with column B.
- Copy.
-Feedback.

- Asks Ss to work in
pairs to put the correct
verbs form.
.

- Do the task
individually and
some write them on

the board.
.

-Takes note the verb
“to make”.

-Listen

- Asks Sts to complete
the word web. Then
calls some Sts to write
on the board

- Read and write
them in the correct
group.


- Compare.
- Corrects them.
- Feedback

5

1. Entertaining: .cinema, department store,
restaurant, café, theatre, opera house, club, park,
zoo,…
2. Cultural: opera house, museum, craft village,
historical building, theatre, market, craft
village....

3. Educational: library, museum, theatre,….
4. Historical: building, temple, shopping district,
market, beauty spot, craft village,….

Activity 4: Complete the passage by filling
each blank with a suitable word from the box
10 1. historical 2. attraction
3. exercise
4. traditional 5. culture
6. handicrafts
Activity 5 : Pronunciation
Stress on content words in sentences
a. Listen and answer
1. Sentence 1: craft, village, lies, river, bank.
Sentence 2: painting, embroidered.
Sentence 3: what, region, famous.
Sentence 4: drum, aren’t, made, village
Sentence 5: famous, artisan, carved, table,
beautifully.
2. They are: nouns, verbs, adjectives, adverbs,
wh-question words, and negative auxiliaries.
3. Sentence 1: the, on, the..
Sentence 2: this, is.
Sentence 3: is, this, for.
Sentence 4: in, my.
Sentence 5: a, this.
b. Now listen, check and repeat
In spoken English, the following kinds of words
are usually stressed: main verbs, nouns,
adjectives, adverbs, wh-question words, and

negative auxiliaries(e.g. don’t).
5 Words such as pronouns, prepositions, articles,
conjunctions, possessive adjectives, be(even if it
is a main verb in the sentence), and auxiliary

- Asks Sts to fill each
blank.
- Corrects feedback.
-Asks Sts to listen and
answer the question.

- Complete the
blank.
- Compare
- Feedback
- Listen and answer.

-Corrects them.

- Compare.
-Feedback.

-Asks Sts to listen,
check, and repeat.
- Listens and correct
them.

- Listen and check.

- Lets Sts practice the

sentence.
- Plays the recording

-Practise and
underline the content
words .
- Listen and repeat


2

verbs are normally unstressed.
Activity 6 : Practice
Listen and underline the content words in the
sentences

and ask Sts to listen
and repeat.
- Asks Sts to do the
homework and prepare
the new lesson.

- Do the homework
and prepare the new
lesson.

IV. Homework :
- Learn the Vocabulary.
- Prepare new lesson “ A close look 2”
Get experiences:.................................................................................................................................

........................................................................................................................

Date of preparing : ………………..

Date of teaching: ………………………………..
Week: 02
Period: 04

UNIT 1: LOCAL ENVIRONMENT
LESSON 3 :

A CLOSER LOOK 2

A. Objectives: By the end of the lesson, Sts will be able to:
- Review of complex sentences with different dependent clauses.
- Use some common phrasal verbs correctly and appropriately.
B. Language contents:
- Vocab: local environment
- Grammar: complex sentence and phrasal verbs.
C. Teaching aids :


T
5

5

8

5

5

- Materials: Ss’ books, text books, tape & radio.
- Method: T- WC, group work, individual work
Stages and Contents
I. Checking attendance
II. Warm up:
- Although I was tired, I did my homework
What kind of sentence is this?
How many types of dependent clause are there?
III. New lesson
Pre-teach vocabulary:
- artifact(s) (n) : tài nghệ ( đồ tạo tác)
- drumhead (n) : mặt trống
- (to) take over : tiếp nhận, quản lý
- (to) set up : # start
*Checking: Rub out and remember.
IV. Activities:
1. Activity 1 : There are different types of depend
clause:
- A dependent clause of concession begins:
although, though, even though. It shows an
unexpected result.
- A dependent clause of purpose begins: so that, in
order that. It tells the purpose of the action in the
independent clause.
- A dependent clause of reason begins: because,
since, or as. It answers the question “why?”
- A dependent clause of time begins: when, while,

before, after, as soon as,… It tells when the action
described in the independent clause takes place.
Underline the dependent clause
1. When people talk about traditional paintings (DT)
2. so that she could buy some bait ho conical hats.
( DP)
3. Although this museum is small. (DC)
4. because we have space to skateboard. (DR)
5. before they make the drumheads. (DT)
2. Activity 2 : Make a complex sentence
1.The villagers are trying to learn English in order
that they can communicate with foreign customers.
2. After we had eaten lunch, we went to Non Nuoc
marble village to buy some souvenirs.
3. Even though this hand-embroidered picture was
expensive, we bought it.
4. This department store is an attraction in my city
because the products are of good quality.
5. This is called a Chuong conical hat since it was
made in Chuong village.
3.Activity 3:Phrasal verbs
1. What is the meaning of the underlined verb phrases?
- set up : start something ( a business, an
organization,…)

Teacher’s activities

Students’ activities

-Gives the director clearly.

- Corrects

-Work in group
- Feed back

* Introduces the new
lesson.
- Uses explanation and
example to elicit the
Vocab.
- Reads and writes them on
the board.
- Checks the Vocab.

- Listen to the teacher

-Asks Sts to look at the
getting started page 6 and
find the complex
sentences.

-Find the complex
sentences

- Reviews the usage of the
complex sentences.

-Asks Sts to underline the
dependent clause and give
the name of the dependent

clause.
- Gets feed back

- Listen and guess.
- Repeat chorally and
individually.
- Copy down.
- Rewrite the Vocab.

-Give the form and the
usage of them
- Copy down

- Look at the sentence
and underline.
-Give the name of the
dependent clause.
-Compare
-Feed back

-Asks Sts to make a
complex sentence with
subordinate provide.
- Corrects feed back.
.

-Make the sentence

- Asks Ss to look at the
getting started and answer

the questions.

- Look at the getting
started and answer the
questions.
- Compare
- Feedback

- Listens and corrects

-Compare
-Feed back


5

- took over: take control of something ( a business,
an organization,…)
2. What is the meaning of the underlined verb phrases?
No, the individual words in the verb phrase do not
help with comprehension. This is why they are
sometimes considered difficult.
* A phrasal verb is a verb combined with a particle
such as back, in, on, off, through, up,… When a
particle is added to the verb, the phrasal verb usually
has a special meaning.
- get up ( get out of bed)
- find out ( get information)
- bring out ( publish/ launch)
- look through ( read)

* Note: A verb can go with two particles.
- keep up with ( stay equal with)
- look forward to ( be thinking with pleasure about
something to come)
- run out of ( have no more of)
4. Activity 4 : Match the phrasal verbs in a with
their meaning in B
A
1. pass down
2. live on

5

5

B
a. stop doing business
b. have a friendly
relationship with somebody
3. deal with
c. transfer from one
generation to the next
4. close down d. reject or refuse something
5. face up to
e. return
6. get on with f. take action to solve a
problem
7. come back g. have enough money to live
8. turn down
h. accept, deal with

* Key : 1.c 2. g 3. f 4. a 5. h 6. b 7. e 8.d
5. Activity 5:
Complete the sentence using the correct form of
a phrasal verb
* Keys :
1. face up to 2. turned down 3. passed down
4. live on
5. close down 6. did…come back
6. Activity 6: Complete the second sentence so
that it has a similar meaning to the first sentence.
* Key :
1. Where did you find out about Disneyland Resort?
2. When did you get up this morning?
3. I’ll look through this leaflet to see what activities
are organized at this attraction.
4. They’re going to bring out a guidebook to

-Explains the usage of the
phrasal verbs.

-Listen and copy.

-Asks Sts to match the
phrasal verbs in a with
their meaning in B

- Listen to the teacher.

-Gets feed back

-Asks Sts to complete the
sentence using the correct
form of a phrasal verb.
- Corrects feedback.
-Asks Sts to write the
sentence using the words
given.
-Corrects feedback.

-Match column A with
column B
-Compare with your
friend
- Feed back

-Complete the sentence.
-Compare
-Feedback
-Write the sentence using
the word given.
- Compare.
- Feedback.


different beauty spots in Viet Nam.
5. I’m looking forward to the weekend!
2

.V. Homework :
-Learn by heart all the phrasal verbs.

-Prepare Communication

-Asks Sts to do the
homework and prepare the
new lesson.

-Do the homework and
prepare the new lesson.

Get experiences:.................................................................................................................................
........................................................................................................................

Date of preparing : ………………..

Date of teaching: ………………………………..
Week: 02
Period: 05

UNIT 1: LOCAL ENVIRONMENT
LESSON 4:

COMMUNICATION

A. Objectives: By the end of the lesson, Sts will be able to have the opportunity to organize a day trip to place of
interest, arrange a visit to a place of interest in the region.
B. Language contents:
- Vocab: local environment
- Grammar: phrasal verbs.
C. Teaching aids :
- Materials: Ss’ books, text books, tape & radio.

- Method: T- WC, group work, individual work
D. Procedures:
T

Stages and Contents

Teacher’s activities

Students’ activities


1
5

I. Checking attendance
II. Warm up: Brainstorming
What are you going
to prepare for
picnic?

5

5

10

- Asks Sts to go to the
board and answer the
words.

- Go to the board and
give the words.

*Introduces the new
lesson.
- Uses explanation and
example to elicit the
Vocab.
- Reads and writes them
on the board.
- Checks the Vocab.
- Asks Sts to look at the
picture and introduce the
content of the lesson.

- Listen and guess.

- Asks Sts to listen the
conversation and
complete the table.
-Listens and feedback

- Listen and complete the
table.

Bring some food
Take a camera
III. Pre- reading
 Vocabulary:
- team-building (adj) : xây dựng đội ngũ

- (to) turn up : # arrive
- (to) set off : # begin a journey : khởi hành
*Checking: What and Where
*Set the scene:
Nick, Mi, Duong and Mai are planning a day
out to a place of interest for their class
1.Activity 1:
Listen to their conversation and complete their
plan
* Key:
1.Green Park 2. bus 3. 8 a.m
4.own lunch
5. supermarket
6. team- building 7. quizzes
8. painting village 9. make 10. 5 p.m
2.Activity 2 :
Imagine that your class is going to a place of
interest in your area.
Work in groups to discuss the plan for this
day out.
Make notes in the table.
A DAY OUT
Details
Who to
prepare
Place
Means of transport
Time to set off
Food
Drinks

Activities
Time to come back
- choose a place of interest to visit.
- decide what to do and make notes.
- decide who will present what to the class
- rehearse what to say

- Asks Sts to work in
groups to discuss the
plan for this day out.
- Asks Sts to complete
the table.
-Elicits.

- Repeat chorally and
individually.
- Copy down.
- Rewrite the Vocab.
- Look at the picture and
listen to the teacher

-Compare
- Feedback

- Work in groups to
discuss the plan.
-Complete the table
-Compare

- Correct feedback.

-Feedback.

- Take notes .

- Asks Sts to take note

- Present the plan.


3.Activity 3 :
Present your plan to the class. Which group has
the best plan?

8

and present your plan to
the class.
-Listens.

- Asks Sts to do the
homework and prepare
the new lesson.

- Do the homework and
prepare the new lesson.

IV. Homework
- Write about your planning a day out
- Learn the Vocabulary.
- Prepare new lesson Skills 1

2

Get experiences:.................................................................................................................................
........................................................................................................................

Date of preparing : ………………..

Date of teaching: ………………………………..
Week: 02
Period: 06

UNIT 1: LOCAL ENVIRONMENT
LESSON 5 :
SKILLS 1
A. Objectives : By the end of the lesson, pupils will be able to read for general and specific information about a
traditional craft village, discuss local traditional crafts, their benefits and challenges.
B. Language Contents:
- Vocabulary:
- Grammar:
- Skills: Four skills.
C. Teaching aids:
Textbook, posters…
D. Procedures:
T

Stages and Contents

Teacher’s activities

Students’ activities


1
5

5
5

I. Checking attendance
II. Warm up: Guess the answer of the questions:

What are the differences and the similarities between
two pictures ?
* Key:
-Similarities: conical hat, string.
-Differences:
Picture A: light green, pictures between layers, blue
string, look lighter.
Picture B: white, no decoration, pink string, look
heavier
III. Presentation :
Vocabulary:
- birthplace (n) : nơi sing
- fram (n) : hình ảnh
- layer (n): lớp (lá)
-String (n) : dây chỉ, chuỗi
-authenticity (n) : chính xác, xác thực
- (to) preserve: protect
*Checking: What and Where

*Set the scene: pictures of conical hat

IV. Activities :
10 1. Read the text and match the titles with the
paragraph :
* Keys: 1. C 2. A 3. B
2. Read the text again and answer the questions :
1.Why is Tay Ho the most well-known conical hat
making village?
2.How far is it from Tay Ho to Hue city?.
3. What is the first stage of conical hat making?.
4.What is special about the hat layers?
5. What is special about the bait ho conical hat?
6. Who can make conical hats?
* Keys :
1. Because it is the birthday place of the conical hat in
Hue.
2. It’s 12 km from Hue City.
3. It’s going to the forest to collect leaves
4. They’re very thin.
5. It has poems and paintings of Hue between the two
players.
6. Everybody can, young or old.

- Asks Sts to look at
two pictures and talk
about the differences,
similarities of them.

- Look at the two

picture and discuss.
- Compare.

- Corrects.

- Listen to the teacher

*Introduces the new
lesson.

- Listen and guess.

- Uses explanation ,
picture, and example
to elicit the Vocab.
- Reads and write
them on the board.
- Checks the Vocab.

- Repeat chorally and
individually.
- Copy down.
- Rewrite the Vocab.

- Asks Sts to look at
the picture and
introduce the content
of the lesson.
- Asks Sts to read the
text quickly and match

the titles with the
paragraph.

- Look at the picture
and listen to the
teacher

-Asks Sts to read the
text and answer the
questions.

- Read the text and
answer the questions

- Gets feed back

- Compare
- Feed back

- Work in groups to
guess them.


5

4

Speaking:
3. Read the following ideas. Are they about the
benefits of traditional crafts (B) or challenges that

artisans may face (C). Write B or C
*Key: 1. B 2. C 3. C 4. C 5. C 6. B
Other benefits: creating national/regional pride, helping
develop tourism, helping improve local infrastructure
and services, creating cohesion between craft families
and communities.
Other challenges: limited designs, natural resources
running out, competition from other countries.
4. Imagine that your group is responsible for
promoting traditional crafts in your area. Propose
an action plan to deal with the challenges.
Ex : Treating waste and pollution
+ encourage people collect waste into correct places
+ build a recycling system in the area

2

V. Homework :
- Write the reasons
- Learn the Vocabulary.
- Prepare new lesson Skills 2

- Asks Sts to add some - Read the answer and
more benefits and
give the benefits and
challenges.
challenges.
- Compare
- Get their feed back
- Feed back

-Asks Sts to give other
benefits and other
challenges.
-Correct feedback.

- Discuss about other
benefits and other
challenges.
-Compare.
- Feedback

- Gives elicit.
-Asks Sts to give the
propose an action
plan.

- Discuss about
propose an action
plan

- Write on the board.

-Compare.

- Asks Sts to do the
- Do the homework
homework and prepare and prepare the new
the new lesson.
lesson.

Get experiences:.................................................................................................................................
........................................................................................................................

Date of preparing : ………………..

Date of teaching: ………………………………..
Week: 03
Period: 07

UNIT 1: LOCAL ENVIRONMENT
LESSON 6 :
SKILLS 2
A. Objectives : By the end of the lesson, pupils will be able to listen for specific information about places of
interest in an area, write an email to give information about places of interest in an area and things to do there.
B. Language Contents:
- Vocabulary:
- Grammar: phrasal verbs
- Skills: Listening and writing
C. Teaching aids: Textbook, picture…
D. Procedures :
T

Stages and Contents

Teacher’s activities

Students’
activities

1
5

5

5

7

5

1

I. Checking attendance
II. Warm up

What you see in each picture. Do you know what
places they are?
* Key : A. Ha Noi Botanical Garden
B. Bat Trang pottery village
C. Viet Nam National Museum of History
What do you usually do there ? Why ?
III. Presentation
A. Listening:
1. Activity 1 : listen to what these students say
and decide if the statements are (T) or (F)
* Keys :
1.T 2. T 3. F (His friend’s relatives own it)
4. F (They also come from other countries)
5. T

2. Activity 2: Listen again and complete the table.
Use no more than three words for each blank.
* Keys : 1. artefacts
2. exploring Vietnamese culture
3.making things 4.paint on ceramics
5.the hill
6.book 7. pigeons 8. watching
3. Activity 3: Writing :if a visitor has a day to spend
in your hometown/city, where will you advise
him/her to go? What can they do there?. Work in
pair, discuss and take note of your idea
Places
Activities
Place 1: Bat Trang
Pottery, craft….
Place 2: Park
go on picnic, play
volleyball …
Place 3: Swimming
swim, do water sports
pool
…
4.Activity 4 :

- Asks Sts to look at the - Look at the
picture and give the
picture and give
name of places.
the name of places.

-Listens and corrects.

-Give the name of
places.
- Compare
- Feedback

Introduces the new
lesson

- Listen to the
teacher.

- Asks Sts to listen and
give true or false.

-Listen

- Asks Sts to listen
again and correct
feedback.
-Asks Sts to listen
again and complete the
table.
- Corrects feedback.

-Explains how to write
a plan for a trip.
-Writes on the board

-Give T or F
-Compare
-Feedback.

- -Listen carefully
and complete the
table.
- Compare.
-Feedback.
- Write the plan.
-Compare with
their friend.
- Go to the board
and
write the correct
words.


5

2

Write an email to give him/her some information
Sample writing :
It’s great to know that you’re coming to Viet Nam.
What a pity you can only spend one day in Ha Noi.
There are so many interesting places in the city, but I
think within one day you should be able to visit
three places. The first place I suggest is Viet Nam
National Museum of History. You like history, so

it’s a must-see place. There’s an extensive collection
of artifacts tracing Viet Nam’s history. They’re
arranged chronologically from primitive life to
modern times. The second place is Hoan Kiem Lake.
It’s one of the symbols of Ha Noi. There you can
enjoy the beautiful scenery and visit Ngoc Son
Temple. You can also have a look at Old Quarter.
Wander around the old streets and some ancient
houses to explore Vietnamese culture.
Conveniently, these places are close to one another,
so we can walk around easily.
Tell me when you’re coming, so I can show you
around these places.
Look forward to seeing you soon!
Best wishes,
………….
IV. Homework :
- Rewrite the paragraph on your notebooks
- Prepare new lesson Looking back.

- Asks Sts to write an
email to give him/her
some information

-Base on the plan
above, write an
email to give him/
her some
information.

-Observers and
corrects.

-Write an email.
-Compare.
-Feedback.

- Asks Sts to do the
homework and prepare
new lesson.

- Do the
homework and
prepare new lesson

Get experiences:.................................................................................................................................
........................................................................................................................

Date of preparing : ………………..

Date of teaching: ………………………………..
Week: 03
Period:08

UNIT 1: LOCAL ENVIRONMENT
Lesson 7:

LOOKING BACK AND PROJECT

A. Objectives: By the end of the lesson, Sts will be able to review the knowledge which they have learnt during

the unit.
B. Language Contents:
- Vocabulary:
- Grammar: complex sentence, phrasal verbs
- Skills: Four skills.
C. Teaching aids :
Textbook, posters…
D. Procedures:


T
1
5

Stages and Contents
I. Checking attendance
II. Warm up: write some traditional handicrafts
in the word web below
painting
Handicrafts
* Keys :
1. painting
2. pottery
3. drums 4. silk
5. lanterns 6. conical hats 7. lacquerware
8. marble sculptures

5

5

8

8

6

III. Presentation:
1. Complete the second sentence in each pair by
putting the correct form of a verb from the box
into each blank:
1. cast
2.embroider 3. wove
4. knitted
5.carved
6. moulded
2. Complete the passage with the words/ phrases
from the box :
* Key: 1. zoo 2. looking forward to 3. looked
4. team-building 5. lunch 6. museum 7. craft
8. interest
IV. Grammar :
Activity 1 :
Complete the complex sentences with your own
ideas ( part 4 page 14)
Ex : Although this village is famous for its silk
products, people don’t earn much money from their
products
Activity 2 :
Rewrite each sentence so that it contains the

phrasal verb in brackets. You may have to
change the form of the verb. (part 5 page 14)
* Guessing the answer:
1. I don’t remember exactly when my parents set
up this workshop.
2. We have to try harder so that our handicrafts can
keep up with their.
3. What time will you set off for Da lat?
4. We arranged to meet in front of the lantern shop
at 8 o’clock, but she never turned up.
5.The artisans in my village can live on basket
weaving.
Communication
Work in group to play the game
(part 6 – page 15)

Teacher’s activities

Students’ activities

- Asks Sts to go to the
board and write some
traditional handicrafts
in the word web
below .
-Checks it.

- Go to the board
and write in the
word web.

- Asks Sts to complete
the second sentence in
each pair by putting the
correct form of a verb
from the box into each
blank.

-Complete the
sentences.

- Corrects

- Asks Sts to complete
with your idea
- Asks Sts to write on
the board and corrects
- Asks Sts to rewrite
each sentence so that it
contains the phrasal
verb in brackets. You
may have to change the
form of the verb.
- Asks Sts to write on
the board and corrects

- Work in pairs

- Compare
-Feed back

- Complete the
sentences with your
idea.
-Sts write on the
board
- Rewrite each
sentence so that it
contains the phrasal
verb in brackets.
- Work in pairs.
-Feedback.

-Asks Sts to work in
group to play the game.

-Work in group and
play the game.

- Asks Sts to discuss
the thing you are

-Discuss the thing
you are thinking to


thinking to talk about.
5

2

PROJECT:
Work in group and discuss the thing you are
thinking to talk about.

- Asks Sts to speak and
correct

V. Homework
- Write the answers in the notebooks.
- Learn the Vocabulary.
- Prepare lesson 2.

- Asks Sts to do the
homework and prepare
the new lesson.

talk about.

- Do the homework
and prepare the new
lesson.

Get experiences:.................................................................................................................................
........................................................................................................................